USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being

Subject/Content: Social
Taught: 1st
Studies

Group
Size:
Whole
Group

Name: Savannah Holtz

Date of Lesson: October
31, 2016

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her

SS.1.C.2.1: Explain the rights and responsibilities students have in the school community.
SS.1.C.2.2: Describe the characteristics of responsible in the school community.
SS.1.C.3.1: Explain how decisions can be made or how conflicts might be resolved in fair
and just ways.

What is an election?
How do people vote?
Why do people vote?
How do you make a decision?
Objective
Students will be able to explain the important of voting and participate in a mock
election.
I can Statement
I can explain the importance of voting.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

Group
Size:
Whole
Group

Name: Savannah Holtz

Date of Lesson: October
31, 2016

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Why are you teaching this objective?

I am teaching this objective to give these students insight and understanding
about the process that is going on right now in their community and world. Being
able to understand voting and participate in a mock election will be giving the
students a better understanding of what they see on the news and their parents
speaking about.
Where does this lesson fit within a larger plan?
This lesson fits in with the larger plan on voting and elections that will be
throughout the week.
Why are you teaching it this way?
I am teaching it this way to allow my students to think about what they are reading
in a collaborative way that really gets them thinking. Instead of doing the
traditional way of learning I will be doing a combination of team talks, and read
aloud discussion to teach this group during this lesson.
Why is it important for student to learn this concept?
It is important to learn this concept since they will be voting in the future this
lesson is very important in building the foundation of understanding for them in
the future.

Evaluation Plan- How will

you know students have
mastered your objectives?
Address the following:
What formative evidence

Formative Assessment: At the end of this lesson students will answer a question based on
the discussions, vocabulary and read- aloud they worked with. The question being If you
could vote, would you? Why or Why not?. We will be looking for complete sentences and
restatement of the question.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

will you use to document

student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Group
Size:
Whole
Group

Name: Savannah Holtz

Date of Lesson: October
31, 2016

Pre- and Post- Assessment: For the pre and post assessment we will be using a
combination of true and false question and a short response question. These question are
intended to get them used to the way quarterly check questions will be written as well as
assessing the content to be presented.
NOTE: Because of the age and development of most of our students in this grade we will
be reading both the pre- and post-assessment to them for them to fallow along. We will
be taking special care not to give away any answers of answer student questions
regarding content during this time.

I will also be using this rubric to grade students on this assessment on the basis of

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

Group
Size:
Whole
Group

Name: Savannah Holtz

Date of Lesson: October
31, 2016

content and writing since they will be combining both of these during the assessment
and lessons.

NOTE: This rubric mirrors what my CT uses to evaluate assessments that combine writing
and multiple choice; so I have applied it here as well to make it clear where they get
points.
What Content Knowledge
is necessary for a teacher
to teach this material?
What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?

The basic knowledge that teachers will need is the need and importance of voting. We
need to know this in order to instill the understanding of the same importance of voting
in the students.
The background knowledge students need for this lesson is the basic idea of what voting
might be just to give them a foundation to understand further into voting and election.
How will you ensure students have this previous knowledge?
I will ensure that students have this previous knowledge
Who are your learners?

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

Who are your learners?

What do you know about
them?
What do you know about
their readiness for this
content?

Group
Size:
Whole
Group

Name: Savannah Holtz

Date of Lesson: October
31, 2016

My learners are a class of first grade students from a generally middle class
community. We also have roughly around the same number of boy and girls.
What do you know about them?
I know that this groups of students really enjoys and does well with group
discussion on idea with either pairs or small table groups. They also need to move
between section of the lesson to make sure they can focus during the instruction
portion of the lessons; meaning that we will move between their seats and also the
carpet to break up the lesson for them.
What do you know about their readiness for this content?
Based on the pre-assessment given I notice that the students think, in general,
that voting is important but do not understand much else about it. Making them
ready for this material.

What misconceptions
might students have about
this content?

Some misconceptions students might have in this area of content would be that all voting
is election based, and that there can only be two options at a time.
Lesson Implementation

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Discussion: Social discussion or as we call them team talks will be used in this lesson
Guided Release: I will be using guided release in this lesson. This teaching method will be
used toward end of this lesson allowing students to social learn through discussion.
Partner Word: Students will work in small groups and pairs to discuss what they are
thinking about questions

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Time
30
mins

Who is
responsibl
e (Teacher
or
Students)?
Both
teacher
and
students
will be
responsibl
e for this
lesson.

Group
Size:
Whole
Group

Name: Savannah Holtz

Date of Lesson: October
31, 2016

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Morning Work: Form for Registering to Vote
Materials: Voter registration Worksheet
1. Students will fill out a voter registration sheet to jumpstart
their thinking.
Read Aloud: Seats
Time: 10 minutes
Materials: Can I Vote? Book, projector
1. Pause on page 6 and talk about the responsibility and reason
to vote.
2. Pause on page 12 and talk about being informed about our
decisions.
3. Pause on page 13 and talk about having a choice.
Vocabulary: Carpet
Time: 5 minutes
Materials: Can I Vote? Book
1. For each of the words remind the students to think about
what they read during the read aloud, ask them what they
think the word means and write the word on the board,
ask the students to take with a partner what they think the
word means. Then let them share and compile the things
they say into one definition that is correct.
1. Vote
2. Election
3. Candidate

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

Group
Size:
Whole
Group

Name: Savannah Holtz

Date of Lesson: October
31, 2016

Team Talk: Carpet

Time: 10 minutes
Materials: NA
1. Why do you think people vote?
2. What are some other things we can vote on other than
candidates?
3. If Mean Jean was running for president and you could vote.
Would you vote for her? Why or Why not?
Formative Assessment: Seats
Time: 5 minutes
Materials:
1. Students will write a response to the question If you could
vote would you? Why or why not?
What will you do if

a student struggles with the content?

If a student struggles with this content I will support them by having them discuss the
content more one on more with me.

What will you do if

a student masters the content quickly?

If a student masters the content quickly then I will have them think deeper about the
content ideas through discussion and reflection.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson connects with my students interests in group discussion as well as sweet
foods; this however it only slightly connects with the cultural background of snack foods
available to the area.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

Group
Size:
Whole
Group

Name: Savannah Holtz

Date of Lesson: October
31, 2016

If applicable, how does this lesson connect to/reflect the local community?
This lesson reflects the local community gearing up to begin voting in the presidential
campaign.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
To differentiate for these students I will challenge them to maybe think about examples
they have seen so far in the world around them of voting.
How will you differentiate instruction for students who need additional
language support?
In general I would differentiate instruction for this lesson for students who needed
language support by allowing them to draw or speak their representations or answers for
assessments or ballot.
J: Since he has vocal skills in English. I will reading the book aloud and also will be
providing a large amount of opportunity to socially talk with his peers and discuss
through he content helping him learn the content.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials

A: I will be wearing the personal mic system that works with his hearing aid during this
lesson.
AG: Will need to be seated in the very front of the group.
J: Will need to be in a position that will allow him to focus.
G: Cannot sit next to Matthew.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Social
Taught: 1st
Studies

(What materials will you use?

Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Can I Vote? Book

Lined Paper Pencils
Registration Worksheet
Vocabulary Cards

Group
Size:
Whole
Group

Name: Savannah Holtz

Date of Lesson: October
31, 2016